001have one change to the agenda based on comments from the board and work with our attorney, if you will, look at consent item number 17, which is approve the contract with Performance Travel Limited. We added some things to that contract based on board member comments. And so we would like to move consent item 17 to action item number 12. Scott, can we just make a motion to amend consent item number 17 rather than moving it to the action item? I mean, I would say if you're going to approve it with the change. I mean, if everybody's seen the change. And they're okay, you can have consent. With the change that was provided to everybody. It was a very minor change there. Fine. Okay. Is that your preference? All right, we will keep that on consent.
002Then with the changes that were run. By the board, discuss the charter school putting that on action. I actually was going to recommend that we put the charter school under pending so that we can look at it every time we're together and we are prepared to share some information with you tonight. Okay. Because when we met, that was your suggestion, that we start to look at that on a regular basis. So I thought pending would be a good place for that to go. So with that change and that discussion, I recommend adopting the agenda as it is now presented. Move. Second motion by Mr. Horan. Second by Ms. Talbot. Any no votes. Any discussion? Hearing none. Motion passes. I also recommend approval of the meeting minutes from February 25th, move to approve. And as part
003of gems, we need a second. Oh, I'm so sorry. I'll second. Motion by Mr. Horan. Second by Dr. Woltanski. Any discussion? Any no votes? Hearing none. The motion passes. Thank you so much. As part of the gems presentation today, Mrs. Kahn, we are going to have a presentation by the Marathon Monroe county association of Governing Students. A Day in the Life in Marathon High School. Okay, so that's going to be part of our gems. Excellent. And now Mrs. Acevedo is going to share with us our gems for tonight. Yes, if I could ask Mrs. Kahn and Mrs. Axford to join in front of the podium. And at the same time, if I could please have Dr. Christina Bilotti and Ms. Tina Bellotti, along with Ms. Paul up here. In front. There you go. Mrs. Cohn,
004please come on over to the center. So we are very excited this evening to have Mrs. Tina Bellotti and Dr. Christina Bilotti, who are truly change agents here at Marathon High School to honor and recognize them. Their work with the group Champions for Change have created student leaders who are truly making a difference, not just on this camp, but across the state. And they reach all the way to Washington. Under their leadership, this group has gone to Washington to talk to our leaders in office. They have planned school and community events that bring attention to worthwhile causes at school and throughout the community. Most recently, they hosted a week of leadership and prevention opportunities. Students attended prevention assemblies. Spring varsity athletes attended, had the opportunity to go to Protect yout Game, which is a national
005program. Middle school students attended Positive Vibes Prevention Palooza while their parents and community members had sessions focused on drugs and underage drinking. So it not only made a difference for the students, but also it goes out into the families in the community. And this week ended with the picture that you see on the screen. They had a forum of 120 leaders from all three high schools across the county in which they had speakers. Superintendent Axford spoke. And they had a countywide leadership forum with a lot of people here. That's just in a short time frame. What they've done over the course of time, they have made so many great educational moments for our students here at Marathon High School and throughout the community. So we are very proud to honor them with a gems for
006their outstanding work and what they have done. Congratulations. Yes. So, you know, leadership and developing leadership in students is really one of the things that I admire most about the Pilates. And when I attended this event, the room was electric with excitement. The students were so glad to be there. And I really do appreciate your making that opportunity come alive for them to get 120 kids from across the Keys together in one place and have them appreciate one another. It's just an amazing accomplishment. And that guy that was there, your presenter, what an enthusiastic and amazing person to share with the students. So thank you so much. Next, I'd like to ask Mr. McDonald, the new Marathon High School CAPS counselor, to come up and join the superintendent and the board chair as we recognize
007our Marathon High School Silver Knight nominees. So, students, if you would come up here in the middle. Stand right here across the front. Yeah, right there in the middle so the camera can see you. So the Miami Herald Silver Night Award is one of the most highly regarded student award programs. And the purpose is to Recognize outstanding students who have not only made great, maintain good grades, but they have also contributed their talents to their school and their community. This Silver Knights award program is instituted by the Miami Herald, and it has a focus on academic achievement, service, leadership, and character. And these students are outstanding representatives of those who have shown creativity in problem solving. They have accomplishments in the category that he or she is nominated in, and they have personal or perseverance
008to their personal vision and know where they're going to go next. So we are honoring all of our Silver Night nominees because we are so impressed by what you have done. I want to thank Mr. McDonald because making the application was no easy task. Am I right, ladies and gentlemen? So to accomplish things is one thing, and then to put forward is another. And so, again, we appreciate your dedication to that task. So please proudly receive your certificate of achievement from the board chair, David Ornelas for digital and interactive media. Oh, sorry. Oh, sorry. Gavin Leal, Vocational Technical. Marisol Diaz, Speech. Eleanor Dunn for drama, Fakla, Bursa for Athletics, and Serena Steele for English. Again, we want to congratulate you and wish you the best in those next steps. Yeah. Thank you all so much.
009At this time, Mrs. McPherson will introduce the mags that we'll be talking about. The Day in the Life. It is with great pleasure tonight that I'm introducing two marathon high school seniors that have been fantastic. I've been with them for two years. And they have been fantastic. Anthony also was on the calendar committee. Last year, and they are so responsive. I can send them a text if. They need something or we're trying to. Get feedback from the other schools. They've always been accessible, even putting this. Presentation together, you know, in a timely. Fashion to make it. They worked on it during their spring. Break, and so they've done a fantastic job. So I'm going to turn it over. To Anthony and Marisol. Maria, can they drive from up here? Okay. All right. So you're just
010going to use this. All right. So when you're ready. Good afternoon, everyone. Thank you so much. So today we're going to be speaking about day in the life of a MHS student. My name is Anthony Iarochi. And I'm Marisol Diaz. And here is Day in the Life of an MHA student. Anthony. Perfect. So we're gonna start off with student body. Our student body is evenly distributed with 23.1% freshmen, 22.8% sophomores, 26.6% juniors, and 27.6% seniors. The largest group. This reflects a balanced progression across grade levels regarding student transportation, 33.6 of students drive themselves, 34.6% take the bus, 28% are driven by guardians, and 3.8 ride bikes or walk. The distribution indicates a reliance on personal and bus transportation with a smaller segment utilizing active transportation methods. Sleep Schedule Our data indicates that 90% of students
011wake up before 7am with 48.1% rising between 6 and 7am, 41.9% between 5 and 6am approximately 5% before 5am and 5% after 7am this trend aligns with national findings where up to 70% of adolescents sleep less than 8 hours nightly below the recommended 8 to 10 hours. Academic Life Regarding student daily class schedules, 74% have 7 or more classes, 17.6 take 5 to 6 classes, and 8.3 have 4 or fewer classes. This indicates that the majority of students manage a high course load each day. Favorites Last Least Favorite Subjects Regarding students favorite subjects, 53.4% prefer electives, 15.2% favor English less language arts, and 11% enjoy math, 10% like science, and the remainder choose social studies. History Survey results show that math is the least favorite favorite subject with 50.7% of students selecting it as their
012least favorite. English language arts follow at 19.8%, social studies history at 13.5 and science at 9.4%. These insights suggest a need for targeted support in math education such as enhanced instructional methods, additional resources, or curriculum adjustments to improve student engagement and comprehension. Homework Load Server data on homework load shows that 55.2 of students spend less than one hour on homework daily, 36.7 spend up to one or two hours. Most students have a manageable workload and have a small percentage experiencing a heavier burden which may impact their overall well being and academic balance. Academic Stress Level Regarding academic stress levels, 37.8% of students experience stress sometimes while 31.8% feel it often, 18.7% reported rarely, and 11.7% say they never feel academic stress. With nearly 70% of students experiencing stress at least sometimes. This highlight the importance
013of providing mental health resources, stress management support, and balanced workloads to support students well being. Extracurricular Involvement regarding extracurricular involvement, 43.8% of students participate in sports, 43.1% are not involved in any extracurricular activities, 10.4 take part in clubs and 2.7 are involved in band, music, or theater. This data suggests a strong interest in athletics while a significant portion of students are not engaged in any extracurricular activities, highlighting proportional potential opportunities to increase in Participation Student After School Participation Summary Most students do not stay after school with 47.7% staying 0 days per week, 15.1% staying 1 to 2 days, 12.8% staying 3 to 4 days and the rest 24.5% staying 5 or more days. While nearly half of students, 47.7% of them do not participate in after school activities, a significant 24.5% stay five plus days
014highlighting the need for continued support for extracurricular program. Student Part time jobs and work hours summary 42.3% do not have a job 13.8% work less than an hour per week, 26.5 work 10 to 20 hours per week, 17.4% work more than 20 hours per week while 42.3% of students do not have a job. A significant 43.9 balance work with school with many working 10 plus hours weekly. This highlights the need for support in time management, academic flexibility and financial literacy programs for working students. Social Media Screen Time Student Social Media Screen Time Summary Most students spend three plus hours daily on social media with 39.7% using it for three to four hours, 17.7% exceeding five hours and the rest 32.7% spending one to two hours, only 10% using it for less than an hour. With
015over 57% of students online for extended periods, schools should consider digital wellness programs and screen time awareness education to promote healthier online habits which is already happening. Student School lunch habit summary 37.7 eat lunch at school every day 19.9% eat lunch at school a few times a week 16.2% rarely eat at school 26.3 never eat lunch at school while 37.7% rely on school lunch daily. A notable 42.5 rarely never eat at school, which may indicate food access issues, dietary preferscence or dissatisfaction of school meal options. School may consider improving meal programs and addressing barriers to participation. Student Lunch Location Summary 29.9% eat off campus, 28.8% eat in the cafeteria, 17.1% eat outside and the rest 24.8 eat in a classroom. Lunch locations are fairly evenly distributed with nearly 30% leaving campus and 28.8% using the
016cafeteria. A significant 41.5% eat outside or in classrooms, suggesting a need for more designated eating spaces, outdoor seating or flexible lunch policies to accommodate student preferences. Student stress Level Summary 46.6 Report Medium Stress 21.1 Experience High Stress 32.2 have Low Stress with 67.7 of students experiencing moderate to high stress. Schools may need to prioritize mental health resources, stress management programs, and academic support to help students balance their workload and well being. Student Exercise Habits Summary 29.9% Exercise 3 to 4 times per week 27.2% Exercise 1 to 2 times per week 26.5% Exercise 5 plus times per week. The rest of the students exercise never. With 83.6% of students engaging in physical activity, most are maintaining active lifestyles. However, the 16.4% who never exercise may benefit from increased awareness of fitness opportunities and encouragement for active
017living. Student participation of Mental School mental health support 48.7 are unsure if schools provide enough mental health support 30.7% believe schools do provide enough support 20.7% say student is insufficient, which nearly half of students uncertain about available mental health resources. Schools may need to increase awareness, improve accessibility, and have enhanced mental health incentives to better support student well being Post High school college plans 67.8% plan to attend college 20.1% are undecided 12.1% do not plan to attend college while the majority, 67.8% aim for college. The 32.2% who are unsure or not attending may benefit from career guidance, alternative education pathways, and vocational training options. This slide will show you the career interests that the students have. A lot of them are with business, science, medicine, technology and engineering. And we had a lot of mixed
018interests such as nursing, firefighting, becoming a doctor, going into trades which all can be shown with the different colors. That's pretty much one third of the students. Student Preparedness for Life after high school 46.3% feel prepared for life after high school 38.7% feel somewhat prepared 15% do not feel prepared. While 85% of students express varying degrees of preparedness, there is still an opportunity to strengthen career readiness, life skills programs and college preparation to support those feeling less confident about their post graduation plans. And that's it. Thank you. Any questions? You guys did a great job. How did you collect the data on the students? So we created a Google, a Google form and then each class has a Google classroom for if you're a freshman, sophomore, junior. And we sent it out to those sponsors
019and they posted it and we got the responses back from them. We got about 300 from 9 through 12th graders. That's awesome. So that's most of the class. Yeah, we did it all in one day. Wow. That's incredible. Nice job. Thank you. I have a question for you. I'm so proud of the work that you did. It's really outstanding. And we're seeing some similarities, particularly as it relates to math. And, you know, I'm so interested in your suggestions for improving math instruction. Do you remember a time in your career when you really loved math, or do you think, you know, when does it start to. When do you start to get the feeling that math is, like, too difficult or, you know, you just don't have enough background to be successful? Can you remember a
020time when math was wonderful? Totally. I mean, growing up as a kid, that was my favorite subject. I love adding, subtracting, dividing. But as soon as I saw Z's and B's and all these letters, my brain couldn't process it. And I didn't have, like, guidance back in Nicaragua before I moved here. But as soon as I got here, I had the support from my peers, the teachers, and now I'm starting to like it again, so. Well, I hope you can spread that among your friends. So it sounds like when you hit algebra, perhaps. Yes, that was a time. And, Marisol, what would you say about that? I would say it was after I passed Algebra one and I passed geometry. It was Algebra two, which did come. The letters, I will say in geometry, I
021absolutely loved it because I had a wonderful teacher, Ms. Richard, who made it very interactive. It was never the same. It was never boring. And now they have hired her as the math counselor. Helping every student that needs need, not just a specific subject. So I think with her work, it will cause an improvement, and other schools should take it, too. Take one teacher that everybody loves and make them the math counselor, the math coach. You're thinking, that's very good suggestion, Marisol. I'm going to share, you know, your work with the principals because I think you have some very good advice. And the other thing I want to know about is the stress level of students. You know, about 67%, you said, experience moderate to high stress. Do you think there's any relationship between that
022high stress and the three or four hours of day on social media? Yes, definitely. I feel like if you spend too much time on social media, then you don't have enough time to do your homework. Or if you go to sleep really late, like, sometimes I do, I wake up really tired and I don't feel good for the next day, which I think could definitely tie in together. Okay, so then you really. Your suggestion was more digital literacy, more training for students on how to manage social media and how to budget their time in relation to it. Am I still paraphrasing what you thought. You'Re paraphrasing it perfectly. Okay. Yeah. All right. All right. Other questions. Yeah, I have some questions. Can you go back if. Is that possible to go back. Keep going. So
023some of. Maybe it was. Where's the one about our students planning on going to college? So you guys collected so much data and you got such a good insight into the school that it gives me more questions. Like, I'd like to know the answer to this question by grade level. Like, do kids. Is that 20% who are undecided, are they freshmen or are they seniors? Because those two things would be. You would deal with them in a completely different way. And some of the other things, like the stress, you know, the mental health. Do you know about what's available for mental health services? That too, would be really interesting to know if it's. If the seniors all know and the freshmen don't know, then we should be focusing on the freshmen. And so I love
024that you have the data, and I'm hoping that we can collect some of that maybe at all the schools on a grade level thing, because it may actually tell you where the intervention needs to be. The math also because you might find out that everyone, you know, that everyone's favorite class is English in freshman year, and their least favorite is whatever, social studies. And that tells you something more than knowing in general what all of the grades need. So I love that you have the data, and I think we can get really interesting. We can dive into it on a grade level and see if that tells you anything. And, you know, we have a tool where you could give some additional surveys that wouldn't be burdensome to students. So maybe. Mrs. McPherson, I'm sure
025you took some notes on what Dr. Wotansky said. Maybe we can pursue it further. Would you be interested in that? Yeah, of course. Yeah, that's great. We really do appreciate the work that you've done to share with us and I appreciate the conclusions and suggestions that you have made because we will act on them. Perfect. Thank you. So what's our status, folks? Is our agenda up and live again now or. It's not attached to the meeting, but it is live on the web. Okay, we lost our agenda for time here on the website, so. But Maria says it's back and alive. Just not attached to the live stream. Okay, so citizens input at this time. We have nobody registered to speak for citizens input. Are you sure that John Jom isn't somewhere in the way.
026He's not in the wings anywhere. Alrighty. Moving on to the consent agenda. So all items listed as Consent agenda items are considered routine and non controversial by the school board and will be approved by a single motion. There will be no separate discussion of these items prior to this meeting. Board members have had the opportunity to review each of these items and may request that any item be moved as an action item for individual consideration. Based on our conversation earlier, I recommend approval of the consent agenda. So move second. We're making the motion with the changes. Okay. So motion by Mr. Horan. Second by Dr. Woltanski. Any discussion? Any no votes hearing? None. The consent agenda passes. All right. And that takes us, Mrs. Kahn, to our first report, which is a data review for
027Our progress monitoring 2. And that report has been updated based on requests from you, Mrs. Kahn, for cohort data and from you, Dr. Woltanski, for giving the levels. The performance levels. And so we had Dr. Reed working all hours of the night to get the report updated. So we do appreciate Lori for doing that. And then we also have Heidi Roberts with us who's going to make some commentary on how we are, the strategies that we're using to support students based on our data. So, Laurie. All right, thank you. So our Data review for PM2, we're here. We're going to review the data, highlight some specific areas, and then we will talk about some of those instructional strategies. So this slide represents the data from all schools as it was reported from the state from
028last year, PM2, to this year from PM2. So you can see overall as a district from PM2 last year to PM2 this year, we have a 1% difference. And for math, we're remaining on pace for the difference between last year and this year. In PM. I said PM1, I meant PM2, PM2. Are we aiming for the same or are we aiming for better? We're aiming for better, as always. So last year's strategy only sort of worked. Are we using different strategies? We have some new strategies we're going to share with you that we've implemented since the beginning of the year. And we've also implemented some additional strategies once we analyze the data within the school. Within the schools in January when the window closed. Thank you. So here we're going to look at PM1 to
029PM2 growth. And this data represents all the students in the district. So you'll see a little bit of different slides. So this is representing all students that took the assessments in PM1 and PM2 through all of our schools. And we can highlight, we can see that ELA does have the same growth as the state. So we are Keeping pace with the state. Math is a little bit below the state. We can see that and we can highlight that Ela Key, Largo, Sugarloaf School, and Plantation Key School, they are above the state in their proficiency for PM2. And in math, Sugarloaf is above the state in the growth of 1%. And we also see that in math, Key, Largo, Plantation Key are above the state in the proficiency level. But as we kind of saw, we
030scoot back and forth. So is each school doing different things? Like why is Sugarloaf, for instance, doing better than another school? Some schools are doing different, have different strategies that they're utilizing and some schools are utilizing our curriculum that we have and then they're utilizing some supplemental materials, I would say. And for PM3, are we going to use the successful school strategies or if. It is wrong, don't fix it? Yes, and we're going to copy it. And then at the end of this presentation, we're going to go over some of those strategies and some of the things we've been seeing work at certain schools based on PM2 data. And then after. So I'll go over that towards the end if that helps. Thank you. And also our principals, like, even during our principals meetings, they
031have their roll alikes where they're sharing those successful strategies that they have with each other and being able to do it in that capacity as well. Thank you. Just those informal conversations. Okay, so here. Excuse me. Yep. At this, when you go to FOIL and the other state level meetings where, I mean, these are kids getting tested on third grade standards, so where do they expect them to be like when they make the test? How much, like, how is Anyone passing level 3 math when they take, when they haven't learned any 3rd grade math yet? And then how far into, you know, how much do they expect there to be? I mean, we can look at all the averages, but that's not the same thing is what's the plan with the test? What do they
032expect them to be by the time they've gotten. So the purpose of PM1 and PM2 is for progress monitoring, to be able to look at standards that are being assessed and they know PM3 and they're reflective of PM3. So we know, as we can see, there's growth and we're not going to be, we're not going to see the proficiency that we expect to see during PM3. They also have median growth, which we've done by student. And I can share that with you overall by schools as to what students are making overall in the state, what their growth looks like from PM1 to PM2. We also do a prediction of looking at their learning gains, how many points that they need to make a learning gain based off of their PM3 from last year to their
033PM3 to this year, and where they are right now in PM2. So we're looking at those individualized students. And I can share with you where each school is with those as well. I have that broken down by every student in the district. And then I can just do a summary of it first for each school to see those. But you know what I'm saying, it's. More like just they presented data showing that like PM1, PM2, PM3 scores based historically, kind of where they fell. Those had all been shared with our principals and schools. So we can share that with you too, kind of so that you can get an idea of like math is a great example where PM1 and PM2 are really low. But then by PM3, all of a sudden it shoots way
034up. Right. So because it's not. It's like, I mean, just trying to put the. What the numbers mean right. If we're talking about PM2, that 17% of kids got a level three at PM2. Well, that's. They have only had half of the school year. So that's why they really try and focus it on a progress monitoring tool to look at standards that might need to be reassessed. The recursive standards in ela, what standards you need to go back to in math. So if the standard hasn't been. If they're tested on the standard and they haven't been taught, then okay. But if they've already been there, then we know that we've got to go back and do some remediation. So in that. That really is. The state doesn't want to give a number of what they
035expect to see during PM2 because they're really. It is a progress monitoring tool for us to utilize and analyze the data to be more prepared for PM2. Thank you. And then the reason I wanted the cohort comparison is to see if like our second graders were struggling at the end of the year year and continued to struggle when they got to third grade or vice versa. And so this doesn't seem to be a cohort issue. It really doesn't. And you can. We'll break it down by grade level and by school. So this star reading is a different assessment than fast is. And the state gives a correlation. And actually there was an assessment meeting today and they really talked about how, you know, they are always looking at how they're going to be reporting for
036Renaissance, aligned with, you know, the fast portal and being able to look at it that way because you have some, you know, we look at it at the second grade level, but then giving it a third grade number is a little bit of, a little bit of a challenge. So These show, this one shows where the students were in 20, 23, 24 for PM2. This was for star Reading. So we're looking at current third grade students at the current third grade cohort and where they are for grade three, PM2. And you can see just by looking at the numbers, you know, there is a 3% difference of higher level 3, 4s and 5s. That's what the difference is at 3, 4s and 5s. And Gerald Adams, you can see, has a 14% leading, you know,
037large growth as well as Plantation key with that 15% and Key Largo at 6%. Some areas of a little bit of a dip. But then you're also changing, you know, where you are in the, your levels. So to me, it's significant that there's been a reduction in level one students here. Yeah, you can see quite a significant reduction. So that means, and you know, we've always really been good at the growth of the bottom quartile. And so it means that teachers are moving students significantly. When you look at Gerald Adams, there were 69% in level one in 23 24, and we've got that down to 48% in grade three. So we're talking about a 21% difference, which is a significant difference. I'm sure you agree, Dr. Reed. Yes. And then when I show you the
038data for our learning gains, you'll be able to see it in that because you're looking at your level 1.1s, your 1.2s and your 1.3s making that bucket of growth. Even if they stay within level one, they're making some gains in that area. Yes. So if we look at math overall. So bottom line, that was A good question, Mrs. Kahn, because it really does allow you to look at the data in a different way. So in math, we do see a decrease with this cohort from last year. Again, Star math. Staar math is very different than fast. So this one is really hard to compare apples to apples. Even though they're the same students. It's a little bit difficult in that area. Third grade is the year that they have to read to learn though. Correct.
039So the math word problems exist in third grade. Which is not something that exists in second grade. So are we going to do something to help kids understand those word problems better? Because it seems like they're doing okay in reading, but not in reading to learn. Yeah. So Mrs. Stanton has offered training to all the third and fourth grade teachers. Specifically, she just actually was up at Coral Shores and did the same training because it was so successful, but on really attacking the word problem. So no longer are kids tasked with the skill, you know, how to do long division. Now they really have to dig down into the complexity of the word problem. And so she's been delivering trainings on that since PM2, when we really recognize that's a significant challenge ahead of us.
040So hopefully we'll see the benefits of that come PM3. Okay, so fourth grade. This is again, all of our students that took the assessment in PM2, PM1 and PM2. And you can see the comparisons. Ela, you can see we are above the state in our growth and just we are a little bit below in our fourth grade math as well. For ela, we've got Key Largo School, Sugarloaf School, and Plantation Key are above the state in their proficiency level. And you can also see the hob with 20% is above the state in that growth level. Along with Key Largo and Sugarloaf and Plantation Key is the same growth as the state is making in math. You can see that Poinciana is leading with, I think, 22%, 22% growth for their students from PM1 to PM2.
041And you can see that Key Largo School is keeping proficiency with the state as well as, I think, Poinciana as well. Are our EL kids included in this? This is all students. So in our fourth grade Poinciana School, the EL kids are doing great because they're doing math. Right. That's amazing. Yep. Yep. And they're monitoring their students throughout the years. They're being able to go do that. We know that those are. Because our numbers are just so high there that this is. Yep. Great. We're trying to figure out also how to capture the teacher. Put her in a little bottle. Right. And just pass her around the district. Okay. When we look at the 4th grade cohort comparison on the next. There we go. You can see from third to fourth grade, overall, as a
042district, we are. Have increased by 2% in several of our schools. We have Key Largo and Plantation Key that are in the double digits for their growth from PM1. I'm sorry, from PM2 last year to PM2 this year for ELA and now for math, you can see we did have a difference kind of aligning before of a decrease in that from third grade to fourth grade. And these are some areas that Mrs. Stanton is working on with them to be able to put some strategies into place. Is that strategy ever changing teacher grade levels around? Of course. And like you said, replicating what we see, you know, that one classroom that's performing really well, replicating what we. We see there, trying to get the internal view happening where teachers are coming to visit that classroom
043to observe her so that we can do as much as we can to maximize capacity. Basically. Awesome. Thank you. For fifth grade, you can see that our ELA is a little bit below the state in growth and math is just slightly. For our ELA, Stanley Switlick does have double digit gains in 5th grade ELA at 11% from PM1, which is above the state. And in math, Poinciana again is showing that highest with that 31% growth from last year's from PM1 to PM2. Key Largo is also at 18% which is above the state. And Poinciana is showing that 40% proficiency which is above the state. So they're moving far faster than the state is moving. At this point. The cohort comparison students are, you know, on. We haven't had a difference. So students are learning this
044year's standards and moving on with that. And you can see that Sugarloaf. I'm sorry, not Sugarloaf. Stanley Switlick has had a 6% difference in an increase for those students from last year, PM2 to this year, PM2. It's interesting to me that as the kids get older, they retain more information. And so their L1 results or their PM1 results are better. Yes. In the following year than they are the year before. Yeah. As the standards build upon themselves as well, they're understanding that rigor. They're shifting in that math from the calculation to the problem solving piece, not. Losing all of their. And then you can see in math, we do have a 6% difference for those students in fifth grade. Moving from fourth grade PM2 to fifth grade PM2, highlighting the 22% at Point Siena and
045Plantation Key with a 12% but increases in the majority of the schools. For sixth grade. You can see for sixth grade, as our students are older, we are significantly above the state with 14% of our students making growth from PM1 to PM2 in ELA and 1% above the state from PM1 from PM2 in math, does. Montessori have a teacher in 6th grade. Math, they have less than 10 students. Less than 10. So the blue and I apologize, I should have indicated that originally. Anyway, that was my fault. It's on the slide, but I forgot. Anywhere you see a blue, there's less than 10 students in the cohort. So that number one student can drastically change the percentages. They have six total at Montessori. Okay, so three of those kids didn't do as well on PM2
046as they did on PM1. And they do have a teacher teaching sixth grade math. Okay. They have combination classes, so multi. Grades for that specific subject. And here I did. Oh, we can go on to the next one. Okay, so for the cohort from fifth grade to sixth grade, you can see that in sixth grade in ELA there is a 13% increase overall as a district. And looking at Plantation Key high with the 26, and all of our schools are making the increase. You can see our students from fifth grade to sixth grade and math, same thing. Our students are not. Overall, 9% of a difference has been made. And then Marathon High School and plantation key for sixth grade, you can see the 20%, the double digits in there. And the majority of ours
047are making gains or at pace for seventh grade. For ela, we are on pace with the state for our growth. And math, we are actually showing. We are showing 4% above the state, our proficiency. And math is also above the state in seventh grade at 46%. And ELA, Marathon High School in Key Largo are above their state from PM1 to PM2. And math, Marathon is leading with a 23% above the state and followed by Key Largo School, 18%, Plantation Key. And then you can see the other ones are still making those gains from PM1 to PM2. And the cohort from seventh, from sixth grade to seventh grade does show a slight decrease overall as a district by 2%. But then you can see some schools that are highlighted. Key Largo is 14% and 4% with
048Marathon High School for math, our gain is set. We're looking at a difference of 17% from PM2 last year to PM2 for this year in seventh grade. And you can see those high double digits with Key Largo, Marathon, Plantation and Sugarloaf. Key Hob does take their proficient students from sixth grade and they are in algebra. So those students are not in that seventh grade column. That's why you're going to see a difference there. I thought we stopped doing that. It's still being done at hob. Okay, so those kids are starting Algebra two in ninth grade, if they go. On that path, they're starting algebra 2 and 9th grade because they're taking. I would like to see how Those kids from HOB are their success rate in algebra 2 and 9th grade, because that's a tough
049sell. And it's one thing I understand why they want to pull those kids out of that class, but I want to make sure we're not doing them a disservice. We can. And we can also look at their algebra scores as well. Thank you. So for eighth grade, we can see our ELA is above the state in growth and proficiency, and math is just slightly below. And remember, for eighth grade, we pull out our. For math, this is where all of our algebra students are pulled out. So it's a little bit below. For ELA, you can choose Sugarloaf is at 13%, Marathon above the state at 9 and HoB above the state at 9%. And for math key, Largo is above at 17, Plantation key with 26 and Sugarloaf with 20. So the cohort comparison, overall
050majority of our schools have shown an increase. And as a district, we've had a 2% from seventh grade to eighth grade. PM2 in our eighth grade math, again, this one is very. You really can't do a comparison because you're having students that are in algebra now. So that's why you're seeing those negative numbers. Then in ninth grade, for ELA, we're looking at 1% above the state, so we're at 7% for our growth and we're at 49. So we're above the state for our ELA and looking at Marathon leading with that 11%. But all of our schools, majority of our schools are showing, our traditional schools are showing that growth. And the cohort comparison from 8th grade to 9th grade, we show a 3% increase overall as a district, with Coral shore showing that 8% and
051marathon at 4. And then for 10th grade, Ela, we can see that Marathon again is leading with that 10% growth, as well as Coral Shores is showing that 46%, which is above the state in proficiency. And the cohort comparison, there is a little bit of a decrease from PM2 from last year to PM2 of this year of 2%. You may or may not know the answer to this question, but are our charter schools sharing this information with their boards? Because some of these numbers in some of the charter schools are very concerning. It varies by building, to be honest with you. They're all given this report. These reports shared at principals meetings and. Charter School principal meetings and some choose. To share it and some do not. So there's no progress monitoring in algebra or
052geometry. There was a district created assessment in algebra that the majority of the students did take. It was not the state reporting. I can pull that from Performance matters for you. And share the algebra that they analyzed within their schools and within their classes. But I thought that the algebra and geometry had been converted to the best standards. But they're not doing progress monitoring. It's not doing progress monitoring? No, it's in district if you want to do it through district. Okay. Instructional strategies. Okay. So kind of to address some of the things that we had already talked about within the data, but to kind of bring it all back home. So what we have been working on since the very beginning of the school year was really looking at empowering our schools with their data.
053So having data chats from district all the way down to the student level so that every person in every building knows where the student is, where we want to go, and we love them by holding them accountable and setting high expectations. So being really honest with our data. So even as we looked at that, you know, I can tell you which schools we're having close talks with, which schools we're trying to copy from which teachers all the way down to the very granular level. Our building leaders and teachers are familiar with their data and what needs to be done. So we began the year kind of with that in mind so that we could then really prescribe what our kids need. So looking at the standards level of, you know, where are we falling short?
054What do we need to do? We looked at everything down to which, you know, due states of EL students, who's going to count towards our school grade and what's the most appropriate intervention setting for that child versus a level two. We identified every single level two student and recognized if they were falling within the typical gross score that was recommended by the state. So really got specific at an individual level across the board. So then we use that data throughout just to provide interventions as needed to evaluate curriculum gaps. Fifth grade, ELA is not great, but sixth grade, they have a huge jump. So we're looking at what's the difference there? Right now I'm taking the curriculum from 5th grade benchmark and putting it into AI and saying run a gap analysis on this and
055tell me what standards are not being met and what can we do to address it. You know, we're doing everything we can, I guess in short, and then really just being cyclical with that process, never stopping so that our interventions are fluid, so that we're constantly re evaluating what do we need to do to get our kids to where they need to be. Are all of our EL students taking the PMs in English? Yes. Okay. Even if they walk into school that morning. So the fact that we're at 20% in our county, 28% in our county versus 11% statewide could have a very big effect on our numbers. So being as close as we are to the state's numbers is actually. Yes. And we ran them. I mean, I've kind of run them just roughly
056right now. When you do run them, I can tell you that third is at 40%. You know, they're in line with the state. Some grades are way higher. Our 9th and 10th grade is 10% above. What this. You know, if you figure they're only at 11%, those numbers are significant. And we know school by school, that's going to make it huge difference too. Mm. So what does the prescription look like for a child who gets a 04 or a on PM1? I'm glad you asked, because that's one of the things we've really been trying to tackle this year. We said we need to go in there and set the expectation of level 5 for every. I know with my own kids, I go home and say, hey, we're gonna get a level 5 this year,
057aren't we? And I know I shouldn't say this right now. I know Winnie's not gonna get there, but we're gonna do everything we can to get her there. Right. So with all of our students, but in particular, recognizing that we still need the learning gains from those. So when we met with principals during our data chats, we identified every one of those students and talked about solutions for that, which involved calling the parents, saying, hey, do you know that your kids scored a level four last year, but on PM2, they're dropping down to a three or even just a few points lower. What can we do to motivate your child? We're looking at attendance data to make sure, you know, sometimes at our higher performing schools, especially those fours and fives tend to miss more
058school. Looking at how we can incentivize getting them back. So really looking at each individual child and what they need in order to get them to keep maximizing their potential. Okay, maybe that wasn't my question. Are each those exams still exactly the same? What do you mean by that? When the kids sit down for PM1, are the questions the same as they are on PM2? 3, I wish they were. I'm looking for any way to figure out how to play that game. No. So the. Because when my daughter was little and this was a long time ago, once she got the five on the first or second one, it was smooth sailing. Yes. Because she was smart, but also because the questions weren't very different from exam to exam. Yeah. And we're really looking at
059the computer adaptive, just the whole model and what we can do to help you. That's, that's a whole new thing for us to learn too. And we're even looking at, you know, we've been joking as a curriculum team about getting rich because we're going to figure out how to develop adaptive practice tests for our kids so that they can kind of familiarize themselves with that. I don't have the answer and maybe the assessment does. I don't have the answer to how to format it. How they. No, the format really consists of. First, the state starts with. None of the questions are above the standard. So they don't go above grade level. They just start to adjust as students answer questions. So if they're answering questions incorrectly, that may be a level one or two type
060of question in the depth of knowledge, then they will stay within that range and they may not get some of the higher level questions. Students that start with the higher level questions will continue to get some of those higher level questions. And if they're, if they start to see a little pattern where they're struggling, then they may drop them down. We don't have the formula for how they score them, but. So that's the adaptive. That's why we share with our parents to make sure students answer all of the questions. The strategy of skipping questions now is not effective and doesn't help support that adaptive piece. So to combat that, all of our parents are going to be getting a really obnoxious video from me explaining how I make recommendations to my own children for the
061fast assessment that'll be blasted out next week, embarrassingly enough sometime. So stay tuned. So when you're looking at the data, you know who the teacher is for the class. So have you come across where you. Might have decided to say, well, you. Know, maybe that's not the right teacher for this class, and if so, what. Have you done about that? Yes. So when we met with principals, we made recommendations specifically, even for those intervention blocks we've identified. You know, if you have a teacher, we broke down for ELA example by Strand. So if it's prose and poetry and we've Got Teacher A is really doing a great job at teaching prose and poetry, but she's falling short in informational text. But we have someone else in the building whose scores are phenomenal. We're reworking intervention
062blocks so that we can maximize that teacher with as many students that need her support as possible. We've made recommendations even at some of the schools of if you've got parapros that are supporting in your elementary and you're a K8, but your denominator for elementary is smaller, we need to leverage those people up where there's more students, where we can maximize capacity for support. So being flexible in how we structure the support for students has been recognized. Recommendation. So is this the first or second. Or third year you've done this? Second year. Second year. We did it last year as well with so after PM2. I mean, we did the same thing. Have you come across where you saw the intervention or whatever you tried to do didn't help? Sometimes we do, because then. So
063what do you do now? We look at PM3 data. That's the cycle. So we looked at PM3 data as we started the year looking at PM3 data, which teachers may be, and this is with individual principals and looking at their schools, which teachers may need some kind of a shift in the area, which teachers may need additional support, which teachers may need be mentor teachers. Looking at it in that capacity. The bottom line is it's the level of instructional delivery that makes the difference. And so that's why we try and we appreciate Harry helping us hire the best teachers that we can. And you know, we do training of those teachers so that they can get in the classrooms and make a difference. But as I was telling Mrs. Kahn today, and I think I.
064Oh, I said to Dr. Woltanski on the phone, 223 of our teachers have had five or less years in Monroe County. So that's a third of our teaching staff that is new to the county. And I'm sure the curriculum folks will agree there's a lot of teacher training that has to go on, you know, just to deal with the benchmarks and standards that we have right now and the instructional materials that we need to use. So teachers just can't walk in the door and pick it up because they need training and support to use the materials and to deliver the instruction. So there are challenges that come with this whole process. And Dr. Holtanzi, to address part of that question you asked about your level fours and fives, I know that our curriculum has. So
065when teachers are differentiating. There's like an above grade level area that teachers are aware of and they were trained on those areas even in our new social studies this year that meet the needs of those students as well so they can differentiate their classrooms and utilize our curriculum materials for that. Benchmark has it. Sabas has it. I know our new social studies has. It as well because in the past before we used the state pms, we used star testing and that would test tell the parents what reading level their child was. But PMs, these PMs only test the grade level standard. And I'm really pleased to see the growth. And I know that's from a lot of hard work, but I when I hear things like we're given the data all the way down to
066the kids level and we really know what they need to get us three and we're putting kids into algebra earlier than any other school because it gives us points on our school grade system for acceleration. You know, when you turn all the kids into data points then you have to be really cautious about what doing here because we're supposed to be focused on giving the kids the maximum that they get to their level. And we just heard from high school kids who what's their favorite classes? It's electives. And maybe why is that they don't get tested all the time. They don't know their data. They don't. And so you know, if you wanted to build a school where this school where the kids came in excited to work every to go to school every day,
067you would be expanding the electives. So we have to be really cautious in turning kids into data points so that we can get a school grade and a district grade that we want. Because that's not our goal here. Our goal here is to make children. You know, I think what is our. I'm totally. I should be able to repeat the mission statement. But it is to inspire and bring excellence to every student every day and to create productive members of society. And there's not a single one of us in here that believes that the thing that has taken them where they are today was how they did on one of these tests. And so we have to use caution because I don't think our community they want us to have A grades because all our
068kids are learning and engaged. And we just heard from kids who said math they're not so you know, they don't really like it. It's not engaging, it's whatever. And we have to be cautious that if all we focus on what you focus on is what you're going to get. And if what we're focused on is test scores, we might get great test scores and we might end up with the kids who say they all have stress and mental health issues and all of that sort of things. So that's my caution. I really appreciate the data and I appreciate the extra time you went into putting that. And I maybe have one more question. Can you. Do you know if when they do the adaptive test, if, if, you know, Johnny took the test, the PM
069one and got a level three and you know, Susie took the test and got a level 2, when they start at progress monitoring 2, does Johnny start at a higher level question than Susie did? Who did it later? And then does that affect the final assessment? I am not 100% sure I will. I'm pretty sure that it does not. That it does not take PM1 and PM2 data and the results into. As they start PM3, everyone kind of starts from a fresh area when they go into PM3 as if they hadn't even taken. And for students that haven't taken PM1 or PM2 because we have new students that come in so they all not saying they're all starting with the same question, but they start with the same level. They start on the same level
070and then it becomes adaptive. It's not based off of what they had in PM1 or PM2, but with a final. With the final test as being adaptive, do the kids all take the same number of questions or do they end up with different numbers of questions? Like is it possible for someone who missed a couple of questions at the beginning to be even presented the more difficult questions that give you the higher. Score, they will be presented with those questions. If they are. If they are answering those questions, questions as they continue to move up and that's what the they say students may test that they may be finished at different times based off of. So that based off of the questions that they're answering is literally what's in black and white. They may have
071different timing based off of that. Whether they say they're, you know, give us whether they're going to have more questions, but they'll have a different timing based off of that. So it could go one way where they're answering questions and they're not getting to those and they may, that may be it. Or they've answered all the questions and that may be it. Or you're in that range and you're moving up in that capacity because in. The past you would get all the questions. And so you could like, I've looked at algebra scores before, and the algebra scores, you really don't have to answer many questions right if you answer the hard ones right. Correct. So in the past, when kids who are maybe not so great at algebra, if they made a really good guess,
072they could really boost their score up on with those higher tests. But you're saying if they never, if they weren't able to answer the ones in the level before, they were not going to get to the. They start. They do give them some of those, but they're not going, they may not get as many of those if they start to answer those incorrect. So if they get five, this is just an example. Not statistically, you know, if they are getting 5 of the higher level and they're getting all of those wrong, they're going to shift them down a little bit, but higher than where they were before. Okay, thank you. All right. Thank you so much. Thank you. Thank you both. So we're going to go on and we're going to hear about our els,
073and we appreciate the work that you've done as well to get ready for this. So here we go. Madam Chair, fellow board members, Superintendent Axford, I am Leanne Manali. I'm the ELL coordinator for the district. And today I'll be presenting the Ell District Ell Plan for the 2528 school year, as well as giving an update on our English language learners. So I want to point out, in doing the EL counts, there are four schools with the highest numbers, and they're all in the lower keys. We have gerald Adams with 266, Horace O'Brien with 262, Key West High School with 261, and Poinciana with 235. Of those four schools, two of them have almost 50% of the student count being active English language learners. So as Mindy pointed out earlier, Poinciana has 50% of those students
074being active ELLs. So because of this huge influx that we had, the ELL Task Force was created last summer headed by Superintendent Axford. And the purpose was to create a better framework for the incoming families and students that were coming into our district. So one of the focuses was to streamline the registration process. Registration videos were created, as well as parent and student orientation videos in English, Spanish and Haitian Creole. Translation devices were purchased as well as registration. Staff at schools were trained. Teachers received RAC cards with best practices as well as access to an instructional resource site. Students also received RAC cards with academic language and common practices to assist them. In addition, we hired staff predominantly in the lower keys, and one of the key roles was the district academic coaches. We hired
075an additional one this school year and she is working with our upper keys academic coach, and their primary focus is to provide professional learning coaching and ongoing support for our EL programs and the resources that teachers use. They've also created a plethora of one pagers that really focus on summarizing the information and concepts that our teachers are being presented with. Moving on to professional learning. This year we did an extensive amount of professional learning at the regional level virtually as well as at specific school sites. And thanks to Superintendent Axford, we received an additional $75,000 of professional learning money focused on our English language learners. So we were able to offer additional professional learning that was very well attended as well as we received great feedback from our teachers on it being offered, as well
076as how valuable they felt it was to them. So that brings us to the District ELL plan. The District ELL Plan is a compliance document for the state, and it basically outlines how we meet that compliance. Much of what is in the EL plan is also in the EL handbook that our data input as well as our EL contacts use to enter the data, as well as personalized instruction. So some of the components are our personnel training, that our teachers are ESL certified, how our students are identified, assessed, what classes they're placed in, how they're monitored, that parents are notified about how their child is doing as well as what is happening in the schools and throughout the district. And if services need to be extended, we meet as a team and make those decisions.
077This information is also gone over with our EL contacts throughout our meetings throughout the year. And this year we also have a district PLC with our contacts to work on compliance as well as best practices. Can I ask you a quick question? When I was working at hob, one of the problems we had with attendance was a lot of the parents of our EL students that were now speaking English were taking their kids out of school to help them navigate different things that needed to be navigated. Are we still having that problem or. Most of these kids don't speak English yet, so that doesn't seem to be an issue. I'm not really aware I can find out for you. HoB does have 30% of their students as active ELLs, but I can get back to
078you with that. I appreciate so much what you've done. You've done an excellent job here. But remember, we hired people who are acting as parent Liaisons. So those hires are available to assist parents with not just school problems, but with other personal and family issues? Yes. How do we make them aware? The parents aware of attendance? No, of the availability of these people to do things with them, like go to a Social Security office or a doctor's office where the parent can't communicate. With the doctor or so in part of our videos, we outline the parent educators at the school. The parent educators also reach out to the families and provide, you know, that information and assistance if it's needed. We also, through our Yale contacts, offer, you know, community partners that can help them
079in any way in this English, Spanish and Haitian Creole as well. So we're trying to provide as much awareness and information to the parents. But definitely down in Key west, we do have a good amount of parent educators that help support in Haitian Creole as well as Spanish. With that information, do we have a breakdown of attendance? El versus non El. We certainly can get it. We can get it. I'd like to see that, please. Sure. Thanks, leanne. You know, Mrs. Kahn and I did a presentation for the Chamber Government and Legislative Affairs Committee, and Jodi Weinhofer was there from the Restaurant and Lodging association, and she praised the work that we did with our handouts. She said they could use them, something like that, common phrases, common objects. They could use that in restaurant
080and lodging and helping their newly employed workers, you know, understand. And so I was going to mention that to you because it might be an interesting project for us. Absolutely. Great presentation. You might not know the answer to this, and Charlene might. Do you know how many of the positions or how much funding for REL is? Some of it comes from the state, from the grant, but how much of it comes from Title 3 funding? Do we know? And do we know how that Title 3 funding is being spent on either staff or parent advocates or. I don't expect you to absolutely know. But how much of our. How many of our positions that are teaching our ELs are federally funded? Okay, we can get that for you. Because, you know, ELs have a weighted
081factor in terms of FTE. So, you know, every student is a one, but then certain students are a one point additional. And so EL students are funded differently. But then Title 3 also provides different supports for ELS. Right. It'd be interesting to find out where that funding, how that funding is breaks down. Sure. Any other questions? Thank you for having me tonight. Thank you. So we have next, Sarah and. Oh, there she is. And so we're doing some adoptions and we have Guidelines that we must follow. So Sarah is going to, I should say Dr. Adams is going to share that with us tonight. Good evening. Good evening, School board, Madam Chair, Superintendent Axford. I'm here tonight to present the results of our curriculum adoption for this school year. And I'm going to nod for
082okay. And I'm going to be nodding as the slides change. So it's obviously an alignment to strategic goal number one in that the adoption materials are vital to student success. And really the materials that students use are considered second to the teaching that's, that's occurring in the classroom. And this is a really important part for student growth. I'm nodding. This slide just outlines what we need to do in order to follow the legislation. And the intent of it is to ensure that there is public availability, very transparent processes, opportunities for multiple stakeholders to participate, and a rigorous process for that selection. So I'm here today to give you a brief and then the next meeting will be an open forum for open comment and then we will do a final recommendation and see where we
083go from there. Our adoption committees this year were very exciting. We definitely met the statute in having teachers and parents participate and we did everything we are required to do. But we also had additional participation from school based leaders and from district based leaders and we had a big collection of data from our teachers. So I'm really proud of that. I want to continue that. Our school based leaders are former science teachers, so they were really passionate about the content as well. And that's something new and unique and not a lot of districts are doing. Another thing that we added onto that we have previously used is edCredible. But it's expounded to the point that ed credible is hosting any public objections free for the entire state and really is housing the majority of the
084state adoptions at this point. So they've been an incredible value and we'll get into some more about that process. This slide features the timeline of events and kind of those critical milestones that you would reach with any sort of adoption. Most importantly on this slide is that arrow where we've opened up public access the entire time since December when we had the materials in schools, we've had the materials available online, we've repeatedly published notice of meetings access and provided multiple opportunities for comments from stakeholders as well as our teachers. And we've met with publishers ongoingly to address any questions and just kept that as a recursive process along the way starting in November. Getting to today, this slide shows what our core program recommendations are for Science and at the very bottom, personal financial literacy
085and money management. The programs are grouped into product groups. So K5 elementary is considered one product group. 68 is one product group. And then of course, 912 is going to vary by the course itself and whether or not it's a core course. And we really had a preference to try, if possible, a K8 adoption because we do have K8 schools and the continuity of instruction, the availability of support from one publisher is really beneficial for curriculum implementation. So we were successful with that. As you can see, McGraw Hill was selected all the way through eighth grade. And then there's slight variables going down the line. McGraw was also selected for personal financial literacy and money management. Something else I'm pretty proud of is. Can I just interrupt you for a second? McGraw Hill seems to
086be a standout. What makes them different from the other publishers of school materials? There's a variety of things. In the case of science, it seems to be that the engagement and the materials themselves are just so teacher friendly. There's hands on materials. We've got some good commentary coming up. But you are not incorrect in saying that 75% of the state has adopted it for elementary and it's the majority in all of the secondary sciences adoptions as well. I don't have that on personal financial literacy and money management because we're doing that all together as a state. So on the right side of the slide, I included that we are doing an infrastructure trial. This is something new. I have learned in this year back that our programs really work quite well thanks to our fabulous
087IT team. But our textbooks are extremely problematic and there's glitches and, you know, just problems initially with textbooks. So what we're doing in spring right now is working out all of those potential kinks. Members of our adoption committee volunteered to do that and students are using the products as well. So the goal being we start the school year and everything's working well. Another benefit of doing this is that I'm able to kind of assess what kind of support we're going to get at the district level from this company. We have worked with McGraw. You can see they're the majority on this in the past, but we haven't worked with them to this extent in quite a bit. And so far I'm pretty happy. So on this slide, there's two essential sides and I'm going to
088elaborate a little bit and the rest are going to flow a little more smoothly after that. On the left side, you're going to see what actually is the Result of some quantitative data. So everyone that was on our adoption committee participated with an evaluative process using the rubric that the state uses before deciding whether or not a material is appropriate to go to the district level. And also comparing those evaluations across vendors to produce basically a score. And so I have that red to green key at the bottom there. And the score translates to what you're seeing as excellent, good, inadequate and et cetera. So that's really the numbers part. And then the narrative underneath it is the statistical analysis of all the data that was collected. This is all from edCredible. And I'm quite
089impressed with the sheer amount of data that is collected during this process. The quantitative portion for elementary was 150 pages. So this is really breaking that down into just, you know, simplified. On the right side. You'll see some commentary. In each section of the rubric there's an opportunity to write some comments. So I just pulled out things that were brought up over and over again. But if you wanted to speak with another teacher or a principal, there are some comments there. Notably Mrs. Whitehead. She taught science at QS High for quite a long time and she noted the depth of knowledge questions that school moving to an A and doing so well, as we can see already this year. I think that's a really important opinion on that, you know, because we are reaching that
090rigorous instruction. Middle school was very similar in the strengths that were found in McGraw. Again, it was engagement, avid strategies. Importantly, we had our K8s participate. I do have a quote down here from Darren Pace, who's our key Largo principal, about the K8 alignment. He's also a former science teacher, big science person. I do want to mention that Mr. Walden, Kevin Walden from Sugarloaf also participated. He's just not noted here. So we had that administrative presence. But more important, we had about 40 teachers district wide contributing the evaluation and then way more than that in terms of just voting, as you saw in that previous slide. So K8 were very similar in what showed up quantitatively and qualitatively. 9 12. Of course, it gets a little more tricky. That's because we have all of these
091individual core subjects. Some schools have different offerings in science and the like, but once we got to 9:12, we had four vendors that were being considered across the board and McGraw was still a vendor that landed in every single course. So the comparison you're seeing is where McGraw ranked compared to other vendors. And you can see that in a few instances it was other vendors were selected. Personal Financial literacy And money management uses the same key here. I think because it's a new course, we had some tough rankings and ratings and I think that's good. I think it was, you know, let's be cautious and let's be, you know, very thorough. That team was really invested and did Note that the McGraw Hill curriculum is really intensive and there's a lot of content to it.
092So that was the only bit of like, redicency. Yeah. Anyway, the other products did not compare, so we went with McGraw. And this is a new adoption for Florida Science where we're dealing with a gap year. So we know the materials we're reviewing have already been presented. Other districts are using them. We did go in to see what other states were using McGraw and one that stuck out was Texas, which is a huge adoption state. And Florida tends to align curriculum wise there. So we're moving forward with that. Our parent was also wonderful. Coral Shores High parent. So this is a half a year course. Yeah. So kids can take this with. So Thursday we are meeting with principals. It's been a topic of PLCs to fine tune exactly what each school is planned because,
093you know, scheduling in our high schools is so different based on the school. Is there a specific grade level this is meant for? It spans 9 12. So any of those grades. So a student could take driver's ed half the year and financial literacy the other half of the year. Potentially it's going to come down to what works best for the student or the school. Yeah, the combination of both. I just. We don't have a lot of offerings at any of the high schools that are only a semester long. So it just makes me wonder how that's going to work in terms of setting up schedules. And that is something that the high schools have been talking about. Law studies is one. Driver's Ed. It is geared from the content, I believe Ms. Barrios would
094agree with me toward a 10 11, but it can be taken in 9th grade. So the offerings that. That was one of the charges to go back and see what things do you have. What could you possibly have that would be half a year to, you know, complement doing the personal financial literacy. So that will be part of Thursday so that we can complete scheduling, which everybody's in the middle of. Can we look at our electives and maybe take a look at which electives we can do for half a year? Because then kids could flip flop. So for instance, if we could do the drawing art class for a semester instead of a full year, then kids have the opportunity to do some art and still take the financial literacy class. Or, I mean, I
095don't care what it is. Right. But. Or if like band, for instance, I mean, I know we don't have choir in Key west anymore, but that would be a way to bring it back, possibly. Like, and if kids all took the first half of the year, then when the band, kids that stay in band are doing the second half of the year, you know, their scores and the other things that they do for the more proficient band members. For instance, I just wonder if we can look at what possible electives like cooking. Right. Yes, some. You're correct. And in some courses, probably outside of the cte, but there are leadership MOVE programs, students who might be interested in moving into a MOVE program, an executive internship at Coral Shores, they have the freshman seminar, which
096is basically a freshman year class. But looking at some of those that are not dependent on some art classes are not necessarily the required. They're not taking them for the requirement. But a lot of students do take them to meet their graduation requirements. So it's looking at those electives that are not earning CTE points but are outside of that that we could do. So again, that's, you know, we're trying to offer officiating and that could be done in a half a term. So trying to look at those options and then bringing them back and saying, okay, what seems to be popular because students also have just gone through the process of course requests. And I think that most schools before spring break, their counselors had just gotten them in. So everybody is freshly looking at
097what do kids want? And that will help lead them to what you're asking about. But we'll bring that, you know, to a further conversation. The last thing is hope because we managed to do it in a summer, so why can't we do it in a semester? We, oh, definitely hope is a semester. They can do that because they can do the HOPE portion and a half and can be similar to the others you mentioned driver's ed were good suggestions. Yes, you can use the. Once we have the materials, we have. Discussed creating a canvas course for the. Summer to be able to do a. Summer course for the financial literacy. So that can be done and you. Know, check the box for them to. Have that graduation requirement. So that has been a topic of
098discussion. We just don't have the materials yet. But we're on our way. And is there a college level class that coordinates with the financial literacy requirements for high schools? No, right now it's only the four. Classes that they have the state has approved and that's what we're going to be operating under. They have not made any, like even AP macro, the dual enrollment, say micro or macro at a college. Those do not count. Okay, thank you. Answers are coming. It's the topic of discussion on Thursday with our high school principal. It's just very timely. So previewing next school year, very similar process, except for we are planning to turn the timeline back. We started in November this year. I received a good level of training in November and started from being trained to move forward
099with English Language arts. We're attempting to start in summer so that we can get teachers that are very interested in that adoption engaged when we're not operating schools so we can spend more time together with the professional learning, looking at the standards, the materials and whatnot. But we've been very happy with edCredible. One thing I removed from this slide, from the last iteration of it for this school year is the link to the instructional materials website. Everything moving forward will be housed there. So at the very end of this presentation, there's a one pager that has been published numerous times. But since I'm here tonight putting it out there again as to how to get an ED credible account, they're all free. They are required so that you don't have like a spam bot going
100in and writing miscellaneous things about our programs or our schools. So you do have to have that. But any information entered is anonymized and then quantified and qualified. So are there any other questions? Who was the other vendor for personal finance? There were seven. And what made it to the last round was Ramsey. Okay, so I want to go read some of this. And you have to sign in and. Create a password, right? Yes. I didn't want to do that, but. I guess I have. I am happy to send a support email to ED Credible and tell them to make your accounts for you. No, I'll do it. I don't need. They are really great with that and all the bookkeeping. So it's a wonderful resource for us. And like I said, they're hosting the
101entire state's instructional material objection process at this point. So that's all I got. Thank you very much. Thank you, Dr. Adams. And next we have Dr. Marlene College and she's going to do a brief presentation on the technology procurement and federal E Rate program. Great. Thank you, Superintendent Axford. Thank you to the board. It's a pleasure to be here. So we want to start off. Does someone have the presentation? Oh, it's on the very bottom. Thank you. No, nothing to apologize for. So I'll start talking about E Rate if you can go to the first slide. Next slide. Thank you. Perfect. So just briefly, just to recap. E Rate is a federal program from the fcc. It is managed by universal services administrative companies. So these are authorized companies that provide the management of funding
102for schools and libraries. And schools and libraries can qualify between 20 to 80% subsidy or subsidized funding. Our district qualifies for 80% funding and this funding is for telecommunications projects only. So things like Internet and other communication, very restrictive, but very clear. And we use this company to help manage this for us. So we go to RFP and we have them make the evaluation for us and pick the appropriate solutions provider. Next slide. This was just approved today. So thank you to everyone. This is our renewal for our wide area network network. It's our communication between all of our sites. Next slide. New proposal. Is our Internet service provider what we'd like to do? Right now we have an Internet provider that was due for renewal. And so we've requested a secondary provider to split
103our network and have dual network operating at the same time, communicating with different providers between Key west and Marathon and then Marathon to Key Largo. And so we wanted to have the dual network together as an active, active provider for us. And so. Sorry, not quite yet. So I just want to pause here if there's any questions. We have a current provider which is Comcast and we went to RFP for a new provider to segment our network. So the two providers will back each other up district wide or now we're splitting the district in two and having one marathon down and one marathon up. That's a great question. We are splitting the network. It's more of a business continuity position. But they are both active. So they're active active. It's not just one and then
104it fails over to the other. They're both active networks. And to your point, Key West, Marathon, Marathon, Key Largo, there's a split in the marathon area. If one is down, will the other be able to run the traffic district wide? Yes. Okay, next slide. Oh, here we are. Sorry. Thanks. So our managed internal broadband is really providing us with 24 by 7 by 365 support for existing services. Things that like our routers. Right. For our network or detecting alerts in our app access points really while we sleep. In a sense they're providing that alerting for us, allowing us to mitigate an issue before it impacts a production environment. So for us it's just really important that we're able to manage our environment holistically. But we can do it while we're sleeping, in a sense. Right
105now, we do have some external providers that we use, but it can be very expensive. And this qualifies under our E rate funding. And for what we pay for about four weeks of services, we can have a year of services. So are we monitoring, for instance, attacks on our network, spam? What are we monitoring with this? So we have tools today that do provide some level of automation we have to. Every. Everyone does. Right. So we think about the 1.9 million emails we get a month. 30% of those are valid. Right. We have tools that tell us that this is really around more of the hardware type of intervention, the monitoring performance across our network and helping us prevent an outage from, say, too much traffic. Right. That we can segment that and limit it
106and catch it before it has an impact on our production environment. So this has nothing to do with cyber attacks on District? No. Okay. Can you explain E rate to me again, just for a second? When it says that it's. Is. Is E rate a dis. A discount or is E rate a reimbursement? It's actually. It's classified as discounted services. So we actually pay on the discounted rate. So we. So it's not reimbursed. If we didn't have E rate, it would cost $200,000 a year. But because we have E rate rate, it's $40,000. Correct. So it shouldn't be subject. We would not be stuck with a big bill. Should E rate. What's. What is the word Doe be joged? No, but that's. I mean, it's not a. We're not stuck with the bill and then
107we get the re. Correct. FCC right now, say right now is an independent entity. So while we can't predict what might happen for right now, once it's approved and it is today, as long as we file by tomorrow, we are expected to pay $40,000 a year for that particular service. All right, thank you so much. Thank you. Just want to say thank you for breaking the numbers down. I know when we met, but the big concern that I had for my constituents was they saw these large numbers and couldn't quantify what we were getting. Based on this large number. But with the E rate, they now. See what we're getting and what we're paying. And we appreciate the opportunity to share that information. Thank you. Reports. Legal. Sure. Just a couple things to report. Kind
108of following up from the last meeting one, I just wanted to give. The board and everybody a little bit. Of an update on the. On the field situation and the drainage issues. Last Tuesday, on the 18th, we actually. Met with our independent contractors down there. They walked the site, took a look at everything. We had already supplied them some of the plans and everything for the site. So they had that when they got there. They took some elevations, they took some soil samples. So they did. They did their investigation. They're actually going to send those samples out for analysis. That's in the process. That's in the works right now. They requested a few more things from us. Some of the kind of the as. Builts for the existing. Existing field and some of the other
109soils that were used out there. So they needed that for their analysis. So I was talking with our. With our expert today. So they've got all that and they. Would anticipate probably in the next. I would say in the next couple. Weeks, we'll probably have a report from. Them certainly in advance of the next meeting. So. So that's definitely something we want to address at the next meeting because that meeting will be in qs. Yeah. And we'll have. Yeah, we'll have a report from them by then. Thank you for sure. Anything else? Nothing else unless there's any questions from the board. But that's. That's really all we wanted to report on tonight. Any questions, Superintendent? Thank you. Yes, I attended the first national conference on school safety in Orlando, and it really gave me a
110renewed sense of urgency about school safety. The commissioner is going to do it again next year, and I recommend that superintendents attend because, you know, we have been participating in all the statewide activities as it relates to safety, but this is the first time. So Alfredo and Daliana have been attending. This is the first time I, as a superintendent, attended. And the Parkland families were there. And so that will create a new sense of urgency in everyone. And particularly they were passionate about reunification and where we go should a school shooter or some other incident happen at a school, where we're going to go and what we're going to do in that reunification center. And so the point that they made was that you've got to plan with tabletop exercises. You have to train and
111you have to exercise. And they talked about making it creative and original so that people understand that this is important and it's something that they have to practice. And I know it's a hard topic, and it was a hard topic to be there, but it made me feel, you know, Intensely that as a district, we need. We're doing very well, but we need to continue what we're doing. And so mandatory drills should not just be a procedure, and tabletop exercises should be done on a regular basis to prepare. So we put it on the principal's agenda for Thursday so we can have some renewed interest. But those Parkland folks said that, you know, because of the reunification process that did not exist, they took a tragedy and made it 10 times worse. And it was
112positively painful. So we're going to talk about those things. Having a family assistance center or a group of people that can assist families should something happen. You know, you've got to talk about DNA collection centers. There's all kinds of topics that they stressed that I think that we need to start addressing. But most importantly, they gave us toolboxes and websites that we can go to to learn how to construct a tabletop exercise working with our SROs and complete those tabletop exercises. So it was really a valuable experience for me, and I believe it's something that a superintendent needs to get behind and attend. Was there any discussion regarding protecting fields and games? Yes. In fact, one of the tabletop exercises that they suggested was a drone attack on a football game. And what would your
113response be and how would you manage that? But there's a topic called Friday Night Lights that you would really like, and I am introducing where it's a plan for the effective security of football games and large scale events. And so they help you analyze risk, they explain to you how it should be staffed, and they explain the signage that you should have at a game, all these things that suggest a strong security. So it's as much psychological as it is a reality when you're working with people at games and they talked about the type of music that you play, the seating of your visitors, I mean, they really covered all aspects of game security. So has that been given to Alfredo? We're working on it now. Yeah, I just presented it to the leadership team
114and we're expecting to get materials from Sarasota so that we can use those to develop our own system. Thank you. And the other thing I wanted to mention was Tallahassee. It's a great trip. I think it was great to have Mrs. Talbot with us and to have Amber. They were great listeners. Because after you have these meetings, after we met with Senator Hooper, who was the head of appropriations, both Mrs. Talbot and Amber were able to comment on the conversation, took notes on what he requested that we do, and kind of, we processed it. And so one of the things that he suggested was that we made sure we were in Senator Rodriguez's top four. And so then we set about. And in fact, Mrs. Talbot last week continued to pursue that idea with the
115senator that we were in the top four. One of the things that we learned from him, and then also that Jim Mooney said on the radio, they're only interested in people who can do a match. So when he said to me, I said, we want 14 million. And he said, have you got 7? So that means that. And I said, absolutely. If we can get 7 million out of them, we will definitely figure out how to get that match. But everything as we talked about this morning with the chamber and they mentioned, and Mrs. Kahn will back me up, they're saying it's slim pickings, but they say money is tight. Every time I've been there, they've talked about money being tight. So all we can do is continue to push forward. And I think we
116made a good presentation. We had the right materials, and we were in the right place at the right time up there. The only thing that might change is the man that's in charge of the budget, Senator McClure. We may want to make a trip to see him as things progress, but as always, I think we're hopeful. That's how I would describe it. So that's it for me. Thank you, Ms. Tyler. Just to echo what Mrs. Axford said. It was a wonderful trip. It felt very hopeful. We did meet with people who were. Interested in listening to our needs and our concerns. I was able to follow up the. Following week with a day in the legislature with Dr. Wiltan. And we met with key people, and we shared our message and our concerns and our
117needs, and I think they were heard. So we just hope that when the. Budget is all said and done, we will be successful. So, yes, it was a wonderful experience. Mr. Horan, just want to say how. Happy I am to see the budget summary reports on consent again. Dr. Woltanski, I'm gonna just ditto what Ms. Talbot said. It was a good few days in Tallahassee. I think we're at a place where we need to put the Coral Shores athletic fields on pending because we need to know where that is, whether the ball is in our court or whether it's over at the village. And we need to make a, you know, strategy plan on how to move it through. I think we can move it through our side quickly, but we probably need to strategize
118about how to move it through the other steps. Maybe we can put that on for report at the next Coral Shores meeting. Thank you. I think if we just put it. If we put it as a pending item as things come up, we can get the report on it. Yes. And then. Because I think as long as the ball isn't in our court, the only report is we're waiting on the council. Right. So. And when it comes back to us, then I think we can stick it on. And honestly, I don't really. The people in the upper keys just want to get going on it. They're not that concerned about it being in the upper keys. If it can get done quicker by being at a different meeting, that would be great. You had said
119last time that information was coming on Founders park baseball field. Is there information coming on Founders park baseball field? Yeah, we had our first meeting with the CM and the design team and it was very positive. So we're kind of moving forward. Some engagement needed with the village, but the village public's works director is on that team, so we've got a good connection with him and we're going to. Yeah. By all. By all indications, it's a different feeling, I think, this time around than it has been in the past. So we're confident. Thank you. Anything else, Mr. Dick? The time we had to watch, we. Had to read all of them, all the schools that was on there all the time. So we actually discussed at the beginning of meeting we're going to put charter
120schools from now on on pending. And so we'll be discussing charter schools, budgets, scores, that type of thing. I'm good for today, so we can move on. Yeah. So I'm sure that I heard everybody correctly. So under pending, we have affordable housing. We have the Department of Justice grant. We have Tommy Roberts Memorial Stadium. We're going to put Maisons charter school or charter schools in general? Charter schools in general. There's no reason to pick one out of the group. Okay. And then now we're going to add Founders Park. Okay, got it. Could just make it Coral Shores athletic fields. Okay, got it. All right, then we go to public hearing. Mrs. Scott. So we are going to recess the regular meeting and open up for public hearing and. And first readings. Yes. Thank you. So
121Dr. White assured me these policies that are listed under finance and performance are simply updates based on NEOLA recommendations. And she said there's nothing there. That is a big change. Is that correct, Dr. White? So there's nobody here to speak on that policy. Does the board have any questions on any of those policies? Okay, moving on to Second reading. And as I. As Mrs. Kahn stated, this is the second reading for these policies and the job descriptions, and they have not garnered any questions or concerns. Concerns in the past. So I'm sure that they stand as presented. And these as well, are NEOLA updates or the combining of positions without salary changes. Yes. And without additional people? Yes. There's no one here from the public to speak, so do any board members have any. Any
122questions on our second readings? Okay. So I am going to recess the public hearing and reopen our meeting. Our business meeting. Yes. And so as we move on to action items, I recommend approval of the managed internal broadband services with United Data Technology. Please. I'll move approval. Second motion by Mr. Dick. Second by Mr. Horan. Any discussion? The only thing I'd like to say is thank you for the information. I feel much better about passing these purchases. Any? No votes? Hearing none. The motion passes. Item number two, I recommend approval of the Internet service provider with United Data Technologies. I'll move approval. Second motion by Mr. Dick. Second by Mr. Horan. Any discussion, any? No votes? Hearing none. The motion passes. Item number three, I recommend approval of the policy revisions for operations and planning.
123I'll move approval. I'll second. Motion by Mr. Dick. Second by Mrs. Talbot. Any discussion, any no votes? Hearing none. The motion passes. Number four, I recommend approval of the policy revision for internal services. So moved. Second motion by Dr. Woltanski. Second by Mrs. Talbot. And any discussion, any? No votes? Hearing none. The motion passes. Item number five, I recommend the approval of the job description 7200 for the district superintendent. I'll move approval. Second motion by Mr. Dick. Second by Dr. Woltanski. Any discussion, any? No votes. Hearing none. The motion passes. Item 6, I recommend approval of the job description 79017, threat management and harm prevention Coordinator. Move. I'll second. Motion by Mr. Horan. Second by Mr. Dick. Any discussion, any? No votes? Hearing none. The motion passes. Number seven, I recommend approval of job description
124636028. Coordinator reading language arts. Move. Second motion by Mr. Horan. Second by Dr. Woltanski. Any discussion, any? No votes? Hearing none. The motion passes. Number eight, I recommend the job approval of the job description 63071, Director of Instructional Resources and Avid. Move. Second motion by Mr. Horan. Second by Mrs. Talbot. Any discussion, any? No votes? Hearing none. The motion passes. Number nine, I recommend approval of job description 63005, director of assessment accountability. Move. I'll second. Motion by Mr. Horan. Second by Mr. Dick. And any discussion, any? No votes? Hearing none. The motion passes. Number 10, approval of job description 65026, infrastructure project manager. I.T. i recommend approval. So moved. Second motion by Dr. Waltanski. Second by Mrs. Talbot. Any discussion? Any? No votes? Hearing none. The motion passes. I recommend approval of my salary adjustment
125based on contract. I'm entitled to a $3,500 raise or a 2% raise, and I'm delayed in bringing it to you because we had to complete my evaluation. So I do recommend approval. So moved. I'll Second motion by Dr. Waltanski. Second by Mr. Dick. Any. Any discussion? Any? No votes? Hearing none. The motion passes and we are. No, we're not yet. Oh, 11 wasn't left. We've got one more. We want to approve the amended contract with Performance Travel Limited.